课题 Unit 4 Where's my schoolbag (Period 4)
教学目标
本节课结束时，学生能够： 1. 谈论 Tom 因为物品整理引发的问题； 2. 从杂志文章中获取或总结整理房间物品的方法； 3. 观察 Tom房间，笔头列出 Tom房间需要整理的物品以及应该摆放的位置。 教学重点： 观察 Tom房间，笔头列出 Tom房间需要整理的物品以及应该摆放的位置。 教学难点： 从杂志文章中获取或总结整理房间物品的方法；
教学过程
时间 教学环节 主要师生活动
5mins 1 Talk about Tom’s problems according to what students have learnt from the last three periods. Teacher’s activities: 1. Shows students a picture of Tom’s messy room, and asks students “What problems does Tom have ” 2. Asks students to look through all the pictures of Tom’s room in the textbooks and talk about what problems Tom has. Students’ activities: Look at the pictures in the textbook and summarize Tom’s problems: Tom’s messy room and messy life.
7mins 2 Read the magazine article and figure out the tips in the article. Teacher’s activities: 1. Asks students to read the magazine article and underline some useful tips to solve Tom’s problem. 2. Asks the students to discuss in groups to deal with new words and expressions. Students’ activities: 1. Read the magazine article and underline the tips in the article. 2. Discuss in groups to figure out how these tips will help Tom.
8mins 3 Think about Tom’s problem and give him some advice by using the tips in the article. Teacher’s activities: Presents 2 questions: ①“What tips are there in the article ” ②“What tips are useful Tom ” Students’ activities: 1. Give Tom some advice to tidy his room and change his life. 2. Observe the pictures of Tom’s room and make a list of what the untidy things are, where they are and where they should be.
2mins 4 Summary and homework Teacher’s activities: 1. Makes a summary of this lesson by asking two questions ①What problems does Tom have ②What tips can help him 2. Asks students to reflect on their own way of life and to give Tom some advice. Students’ activities: Review this lesson and the article, trying to summarize Some tips that can help Tom keep his room clean and tidy.课题 七年级【英语（人教 Go for it）】 Unit 4 Where's my schoolbag (Period 3)
教学目标
教学目标： By the end of the class, students will be able to: 1. locate information about Kate and Gina’s room; 2. evaluate Kate’s and Gina’s habits; 3. give advice on how to keep Tom’s room tidy. 教学重点： 1. locate information about Kate and Gina’s room; 2. evaluate Kate’s and Gina’s habits; 教学难点： give advice on how to keep Tom’s room tidy.
教学过程
时间 教学环节 主要师生活动
8 mins Help Tom find his things. Teacher’s activities: 1. Teacher tells students Tom’s mother is angry and asks students why. Teacher further shows another picture of Tom’s bedroom and asks if it’s tidy. Teacher further guides students to think what Tom’s daily life is like. 2. Teacher tells students Tom is looking for his things again. Teacher lets students listen and find out: What’s Tom looking for Teacher lets students listen again and find out: Where are they 3. Teacher guides students to summarize what they say. Students’ activities: 1. After seeing the picture of Tom’s bedroom, students try to answer what Tom’s daily life is like. 2. After knowing Tom is looking for his things and he is asking his mom for help. Students listen and find out what Tom is looking for and where these things are. 3. Students further summarize what Tom and his mother say.
Locate information about Kate and Gina’s room. Teacher’s activities: 1. Teacher presents the scenario: Tom mother is angry! Tom is upset, and he asks Katefor help. Kate invites Tom over and shows him her room. 2. Teacher shows Kate and Gina’s room and asks what Tom sees in their room. Teacher further asks where these things are. Students’ activities: After knowing the background, students find out what Tom sees in Kate and Gina’s room and where their things are.
Evaluate Kate and Gina’s habits. Teacher’s activities: 1. Teacher guides students to imagine what Tom will probably think of the two girls and lets students explain why Kate is tidy but Gina is not. 2. Teacher guides students to express what Tom can learn from Kate and what advice Kate can give to Tom and Gina. 3. Teacher guides students to summarize how Kate and Gina arrange their things. Students’ activities: 1. Students try to answer what Tom will probably think of the two girls. Students try to explain why Kate is tidy but Gina is not. 2. Student then try to answer what Tom can learn from Kate and what advice Kate can give. 3. Students summarize how Kate and Gina arrange their things.课题 Unit 4 Where's my schoolbag (Period 6)
教学目标
在这节课结束时，学生将能够 1. 描述房间物品及摆放位置； 2. 分析 Tom 在房间整理上的变化； 教学重点： 描述房间物品及摆放位置； 教学难点： 使用正确的介词描述房间物品摆放位置；意识到保持整洁的好处。
教学过程
时间 教学环节 主要师生活动
3 mins 1 Lead into the topic of Tom’s change Teacher’s activities: 1. Shows pictures of Tom’s clean room and tells the students Tom is changing and that Tom is going to share his story with his classmates. Students’ activities: Listen to the teacher and think about Tom’s change.
18 mins 2 Tom’s change Teacher’s activities: 1. Shows a picture of Tom’s living room and asks students to find out where Tom’s pencil box, school bag and keys are. 2. Shows a picture of Tom’s bedroom and asks students to find out where Tom’s books, socks and computer game are. 3. Shows another picture of Tom’s messy room and asks students to describe the messy room.
4. Shows a picture of Tom’s mom and asks the students “why did Tom decide to change ” 5. Shows a picture of Tom’s tidy room and asks students to describe it. 6. Asks students the question: “What are Tom’s secrets to keep his room so tidy” . 7. Asks students to think about the question: “What are the benefits of keeping the room tidy ” Students’ activities: 1. Look at the living room and find out where Tom’s pencil box, school bag and keys. Tom pencil box is … 2. Look at the living room and find out where Tom’s books, socks and computer game. 3. Look at the picture of Tom’s messy room and describe the messy room. 4. Look at the picture of Tom’s mum and talk about why Tom decided to change. 5. Look at the picture of Tom’s tidy room and describe the room. 6. Talk about the tips Tom used to keep his room so tidy. 7. Talk about the benefits of keeping the room tidy.
2mins 3 Summary and homework Teacher’s activities: 1. Makes a summary Asks about the positions of the things in the room. Where is …where are … It is …/They are …in/on/under/next to/behind/beside/between …and … 2. Assigns homework. Students’ activities: Listen and take notes课题 七年级【英语（人教 Go for it）】 Unit 4 Where's my schoolbag (Period 1)
教学目标
教学目标： By the end of the class, students will be able to: 1. identify the names and the position of things through listening; 2. ask and describe the position of things. 教学重点： Ask and describe the position of things by using the sentence patterns: “Where is/are ... It is on/in/under ... They are on/in/under ...” “Is ... on/in/under ... Yes, it is.” “Are ... on/in/under ... No, they are on/in/under ...” 教学难点： 1. Ask and describe the position of things by using the sentence patterns: “Is ... on/in/under ... Yes, it is.” “Are ... on/in/under ... No, they are on/in/under ...”
教学过程
时间 教学环节 主要师生活动
8 mins Learn target language through helping Tom find his things. Teacher’s activities: 1. Teacher shows students Tom’s house and asks what they can see. Teacher tells students Tom’s problem: He can’t find his things. 2. Teacher lets students listen and find out: What’s Tom looking for 3. Teacher lets students listen again and find out: Where are they 4. Teacher guides students to summarize how Tom asks where his things are and how his parents answer. Students’ activities: 1. Students first find out what the things are in Tom’s house. 2. After knowing Tom’s problem, students listen and find out: What’s Tom looking for 3. Students lets listen again and find out: Where are they 4. Students summarize how Tom asks where his things are and how his parents answer.
8 mins Keep learning target language through helping Tom find his things. Teacher’s activities: 1. Teacher shows students another picture and tells students Tom is looking for his things again. He is asking his sister Helen where they are. 2. Teacher lets students listen and find out: What’s Tom looking for Teacher lets students listen again and find out: Where are they 3. Teacher further guides students to summarize how Tom asks where his things are and how Helen answers. Students’ activities: 1. After knowing the background, students listen and find out what Tom is looking for. 2. Students listen again and find out where these things are.
3. Students summarize how Tom asks where his things are and how Helen answers.
9 mins Apply target language to help Tom find his things. Teacher’s activities: 1. Teacher guides students to come up with their opinion on Tom and the reasons for their opinions. 2. Teacher presents the scenario that Tom and his family are going out for a picnic. Teacher guides students to imagine what will happen. 3. Teacher guides students to think what they’ll say and what Tom will ask to find his things. Teacher presents an example. Teacher guides students to make their own conversation. 4. Teacher guides students to summarize what they have learned. Students’ activities: 1. Students try to evaluate Tom’s habit and explain why. 2. After knowing the background, students think and answer what will happen. 3. Students further think what Tom and his mother will say and what Tom will ask to find his things. After learning the example, students try to make their own conversation. 4. Students try to summarize what they have learned today. Including what Tom is looking for and where they are.课题 Unit 4 Where's my schoolbag (Period 5)
教学目标
在这节课结束时，学生将能够 1. 阅读 Gina 的邮件，获取并描述 Gina 房间物品及摆放位置信息； 2. 谈论 Tom 整理如何整理并摆放房间物品； 3. 笔头描述 Tom 房间整理后物品摆放位置的信息。 教学重点： 笔头描述房间物品及摆放位置。 教学难点： 使用正确的方位介词，按一定顺序描述房间。
教学过程
时间 教学环节 主要师生活动
5mins 1 Read Gina’s email and locate positions of the things in Gina’s room Teacher’s activities: Introduces the background: Tom gets an email from Gina, whose room is tidy now. Students’ activities: Read the email from Gina and figure out the things and positions.
7mins 2 Read Gina’s email again and learn to describe a room. Teacher’s activities: 1. Asks students “What things are in Gina’s room Where are they ” 2. Asks students to read Gina’s email and make a list of the things in Gina’s room and classify them into furniture, stationary and other things. 3. Asks students to figure out how Gina describes her room. Students’ activities:
1. Read Gina’s email and make a list of the things in Gina’s room and classify them into furniture, stationary and other things. 2. Try to describe things in Gina’s room.
8mins 3 Figure out how Tom tidies his room and write an email to Gina to describe Tom’s clean room Teacher’s activities: 1. Shows a picture of Tom’s messy room and asks students to describe what Tom’s room is like. 2. Asks students the question “Where should Tom put them ” and asks students to think about how Tom should tidy his room. 3. Shows a picture of Tom’s clean room and asks students to describe things in Tom’s room. 4. Invites students to think about things to be included in the email to Gina. Students’ activities: 1. Look at a picture of Tom’s messy room and describe what Tom’s room is like. 2. Give advice on how Tom should tidy his room. 3. Look at a picture of Tom’s clean room and describe things in Tom’s room. 4. Figure out the form of an email and write an email to Gina to describe the clean room.
2mins 4 Summary and homework Teacher’s activities: 1. Makes a summary of this lesson “How to describe a room ” 2. Assigns the homework. “Show a photo of your room and describe it.” Students’ activities: Review this lesson and the article, trying to summarize how to describe a room.课题 七年级【英语（人教 Go for it）】 Unit 4 Where's my schoolbag (Period 2)
教学目标
教学目标： By the end of the class, students will be able to: 1. summarize the rules of the verb forms; 2. apply prepositions to describe positions. 教学重点： apply prepositions like on/in/under ... to describe positions. 教学难点： summarize the rules of the verb forms, 单数名词 be 动词用 is，复数名词 be 动词用 are。
教学过程
时间 教学环节 主要师生活动
8 mins Help Tom find his things Teacher’s activities: 1. Teacher shows a picture of Tom’s messy bedroom and introduces the topic: Tom’s bedroom is still in a mess. Teacher guides students to help Tom find his things. 2. Teacher introduces the task to help Tom find his things through
the pictures. Teacher guides students to summarize what Tom will ask to find his things. 3. Teacher shows an example and then leads students to make their own conversation by using the target language. Students’ activities: 1. After knowing Tom’s bedroom is still in a mess. Students try to help Tom find his things through putting the verb, preposition and noun into proper places. 2. Students summarize what Tom will ask to find his things. 3. After learning the example, students try to make their own conversation by using the target language.
8 mins Get to know more about Tom’s bedroom. Teacher’s activities: 1. Teacher shows a picture of Tom’s bedroom and asks students what they think of his bedroom. Teacher guides students to find out what they can see in Tom’s bedroom and where these things are. 2. Teacher shows another picture of Tom’s messy bedroom. Teacher guides students to find out what they see in Tom’s bedroom and where his things are. 3. Teacher asks students why Tom’s bedroom is messy. Students’ activities: 1. After seeing the picture of Tom’s bedroom, students try to answer what they think of his bedroom. Students find out what they see in Tom’s bedroom and where his things are. 2. After seeing another picture of Tom’s bedroom, students find out what they see in Tom’s bedroom and where his things are. 3. Students try to explain why Tom’s bedroom is messy.
6 mins Help Tom with his things as well as the verbs. Teacher’s activities: 1. Teacher tells students Tom’s mom/dad is helping Tom find his things. Teacher asks students what they’ll say. Teacher then guides students to summarize the target language and make their own conversation. 2. Teacher asks students what they can know from the conversation. 3. Teacher tells students Tom is messy with the verbs as well and please help him find homes for the verbs. Teacher guides students to summarize the rules of using verb forms. 4. Teacher guides students to think how his mom/dad would feel. Students’ activities: 1. After knowing Tom’s mom/dad is helping Tom find his things. Students try to think what they’ll say. Students then summarize the target language and make their own conversation. 2. Students try to answer what they can know from the conversation. 3. After knowing Tom is messy with the verbs, students help Tom find homes for the verbs. Students then summarize the rules of using verb forms. 4. Students try to answer how Tom’s mom/dad would feel.
3 mins Summarize what they have learned. Teacher’s activities: Teacher guides students to summarize what they have learned today from these two aspects: How do we ask and answer about positions What are the rules of using verb forms Students’ activities: Students try to summarize what they have learned today through the two aspects.
